Evaluation of EFL Teachers Opinions about Online In-Service Teacher Training Programs in Iran

Seyyed Mohammad Reza Amirian, Rokhsareh Ghorbani Moghadam, Asghar Moulavi Nafchi


Despite the technological advances of the 1990s which have led to increasing integration of web-based courses in educational areas, teachers’ attitudes still have not been clearly diagnosed regarding the implementation of online in-service training (hereafter INSET) programs. Understanding factors in successful online programs from the point of view of teachers can offer suggestions for INSET program holders to promote the quality of both learning experiences of teaching courses as well as the quality of professional development for teachers. Hence, the purpose of this paper is to determine the opinions of the school teachers about online in-service teacher training programs in the Iranian educational system. More specifically, the present study examined the effect of different variables such as gender, years of experience on 150 participants EFL teachers from 10 different schools in Sabzevar, Iran. A researcher-made questionnaire based on five-point Likert scale was employed to collect data. The collected data were analyzed conducting t-tests and ANOVA. The results showed that teaches prefer online INSET; moreover, they prefer such programs to be held by university lecturers who are experts in their fields. In addition the results depicted the difference between the general perceptions of male and female teachers. Respondents think that such a program is a necessity for teachers’ professional development. Implications for future INSETs were discussed based on the findings.


: EFL Teachers’ Opinions, Evaluation, In-service training, Online learning, Teachers’ professional development.

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